Italian and Spanish Students’ Perception on Use of Technology in Classrooms of Classics in Secondary School

  1. Canfarotta, Daniela 1
  2. Casado-Muñoz, Raquel 2
  1. 1 University of Palermo, Italy
  2. 2 University of Burgos, Spain
Journal:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Year of publication: 2019

Issue: 20

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Education in the knowledge society (EKS)

Abstract

A society that is becoming increasingly digital must explore new ways of learning. In fact, digital technologies have an impact on the education through the development of more flexible learning environments adapted to the needs of a high-mobility society. To prepare future citizens to the needs of the digital labor market, recent educational reforms in Italy and Spain focused their attention on students’ Digital Competences. Therefore, we are interested in probing how students of classical studies in Italian and Spanish high schools perceive the use of new technologies in the classroom. It is important to investigate classics at school, because traditionally this program is perceived as less useful for employment. We used a qualitative case study methodology and collected data through semi-structured interviews with students from both nationalities. OpenCode software was used to analyse the data. The main content categories identified were: use of technological resources in the classroom, teaching methods, useful Latin and Greek competences for job placement. The results showed that students, especially Italians, perceive a lack of technology usage in the classroom due to teacher-centered instruction prevailing. Moreover, students who use technology in the classroom are not aware of its usefulness in their future job. Conclusions will offer suggestions to students of classics. 

€ View funding

Funding information

This work was supported by MIUR, University of Palermo and University of Burgos. Acknoledgements to Sophie Havelock for reviewing the translation and to the reviewers of this journal for their interesting suggestions for improving this work.

Funders

Bibliographic References

  • Bassiouni, D. H. & Hackley, C. (2016). Video games and young children’s evolving sense of identity: A qualitative study. Young Consumers 17(2), 127–142. doi:https://doi.org/10.1108/YC-08-2015-00551
  • Bawden, D. (2001). Information and digital literacies: a review of concepts. Journal of Documentation, 57(2), 218-259. doi:https://doi.org/10.1108/EUM0000000007083
  • Bernhard, P. (2002). La formación en el uso de la información. Una ventaja en la Educación Superior. Anales de Documentación, 5, 409-435.
  • Bicocca-Gino, R. M. (2017). Análisis crítico-filosófico de las potencialidades educativas de la enseñanza basada en competencias. Educación y Educadores, 20(2), 267-281. doi:https://doi.org/10.5294/edu.2017.20.2.6
  • Bielba Calvo, M., Martínez Abad, F., & Rodríguez Conde, M. (2016). Validación psicométrica de una herramienta de evaluación de la alfabetización de la información en educación secundaria. Bordon-Revista De Pedagogia. 69(1), 27–43. doi:https://doi.org/10.13042/Bordon.2016.48593
  • Bodard, G. & Romanello, M. (2016). Digital Classics Outside the EchoChamber: Teaching, Knowledge Exchange & Public Engagement. London: Ubiquity Press. doi:https://doi.org/10.26530/OAPEN_608306
  • Brailas, A., Avani, S., Gkini, C., Deilogkou, M., Koskinas, K., & Alexias, G. (2017). Experiential Learning in Action: A Collaborative Inquiry. The Qualitative Report, 22(1), 271–288.
  • Bryman, A. (2016). Social Research Methods. Oxford: University Press.
  • British Educational Research Association. 2018. Ethical Guidelines for Educational Research, fourth edition. London: BERA. Retrieved from https://bit.ly/2tbF4vo
  • Calvani, A., Cartelli, A., Fini, A. & Ranieri, M. (2008). Models and Instruments for assessing Digital Competence at School. Journal of e-Learning and Knowledge Society, 4(3), 183-193.
  • Calzone, S. & Chellini, C. (2016). Competenze digitali e fabbisogni formativi dei docenti. Firenze: Indire.
  • Carretero, S., Vuorikari, R. & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Luxembourg: Publications Office of the European Union.
  • Casado Muñoz, R., Lezcano Barbero, F., Delgado Benito, V., & Martínez Abad, F. (2013). La alfabetización informacional en la formación inicial del profesorado de secundaria. En Reflexiones, Análisis y Propuestas sobre la Formación del Profesorado de Educación Secundaria (pp. 47-50). Madrid: UNED.
  • Cervera, M. G., Martínez, J. G., & Mon, F. M. E. (2016). Competencia digital y competencia digital docente: una panorámica sobre el estado de la cuestión. Revista Interuniversitaria de Investigación en Tecnología Educativa, 0, 74-83. doi:https://doi.org/10.6018/riite2016/257631
  • Cortés, R. J., Caro, L. V., & Bosch, A. V. (2016). Habilidades en Internet de mujeres estudiantes y su relación con la inclusión digital: Nuevas brechas digitales. Education in the Knowledge Society (EKS), 17(3), 29-48. doi:https://doi.org/10.14201/eks20161732948
  • Creswell, J.W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Thousand Oaks, CA: SAGE Publications.
  • Dee, S, Foradi, M., & Šarić, F. (2016). Learning by Doing: Learning to Implement the TEI Guidelines Through Digital Classics Publication. In Digital Classics Outside the Echo-Chamber: Teaching, Knowledge Exchange & Public Engagement (pp. 15–32). London: Ubiquity Press. doi:https://doi.org/10.5334/bat.b
  • Díaz-Barriga, Á. (2011). Competencias en educación: Corrientes de pensamiento e implicaciones para el currículo y el trabajo en el aula. Revista iberoamericana de educación superior, 2(5), 3–24. doi:https://doi.org/10.22201/iisue.20072872e.2011.5.44
  • Di Pietro, F. (2014). Aspetti socio-culturali e trasversalità nella certificazione delle competenze. Studium Educationis, (3), 61–70.
  • European Commission. (2017). White paper on the future of Europe. Reflecions and scenarios for the EU27 by 2025. Retrieved from https://bit.ly/2WLsWBe.
  • European Commission. (2018). Digital Economy and Society Index Report 2018 - Human Capital. Retrieved from https://bit.ly/2wBI8oH
  • European Commission/EACEA/Eurydice. (2012). Developing Key Competences at School in Europe: Challenges and Opportunities for Policy. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • European Commission/EACEA/Eurydice. (2018). The Structure of the European Education Systems 2018/19: Schematic Diagrams. Eurydice Facts and Figures. Luxembourg: Publications Office of the European Union.
  • European Commission/Education, Audiovisual and Culture Executive Agency (EACEA). (2018). Eurydice Brief. Citizenship education at school in Europe 2017. Retrieved from https://bit.ly/2Lel1DM
  • European Council. (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006). (No. 32006H0962). Retrieved from https://bit.ly/2WJaOYB
  • European Council. (2018). Recommendation on Key Competences for Lifelong Learning. Retrieved from https://bit.ly/2HUKlzp
  • Ferrari, A. (2012). Digital Competence in practice: An analysis of frameworks. Luxembourg: Publications Office of the European Union.
  • Gane, B. D., Zaidi, S. Z., & Pellegrino, J. W. (2018). Measuring what matters: Using technology to assess multidimensional learning. European Journal of Education, 53(2), 176–187. doi:https://doi.org/10.1111/ejed.12269
  • Gilster, P. (1997). Digital literacy. New York: Wiley Computer.
  • Gisbert, M., González, J., & Esteve, F. (2016). Competencia digital y competencia digital docente: una panorámica sobre el estado de la cuestión. RIITE. Revista Interuniversitaria de Investigación en Tecnología Educativa, (0), 74-83. doi:https://doi.org/10.6018/riite/2016/257631
  • Glover, D., Miller, D., Averis, D., & Door, V. (2005). The interactive whiteboard: a literature survey. Technology, Pedagogy and Education, 14(2), 155–170. doi:https://doi.org/10.1080/14759390500200199
  • Gobierno de España. (2006). Ley Orgánica 2/2006, de 3 de mayo, de Educación. «BOE» núm. 106, de 4 de mayo de 2006. BOE-A-2006-7899. Retrieved from https://bit.ly/1uM5opb
  • Gobierno de España. (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. «BOE» núm. 295, de 10 de diciembre de 2013. BOE-A-2013-12886. Retrieved from https://bit.ly/2lxdl24
  • Guzmán-Simón, F., García-Jiménez, E., & López-Cobo, I. (2017). Undergraduate students’ perspectives on Digital Competence and academic literacy in a Spanish University. Computers in Human Behavior, 74, 196–204. doi:https://doi.org/10.1016/j.chb.2017.04.040
  • Governo di Italia. (2010). Decreto Del Presidente Della Repubblica 15 marzo 2010, n. 89. Regolamento recante revisione dell’assetto ordinamentale, organizzativo e didattico dei licei a norma dell’articolo 64, comma 4, del decreto-legge 25 giugno 2008, n. 112, convertito, con modificazioni, dalla legge 6 agosto 2008, n. 133. (10G0111) (GU Serie Generale n.137 del 15-06-2010 - Suppl. Ordinario n. 128). Retrieved from: http://cort.as/-JARJ
  • Governo di Italia. (2015). Legge n. 107 del 13 luglio 2015. Riforma del sistema nazionale di istruzione e formazione e delega per il riordino delle disposizioni legislative vigenti. GU Serie Generale n. 162 del 15 luglio 2015. Retrieved from http://cort.as/-JARr
  • Halász, G. & Michel, A. (2011). Key Competences in Europe: interpretation, policy formulation and implementation. European Journal of Education, 46, 3, 289-306. doi:https://doi.org/10.1111/j.1465-3435.2011.01491.x
  • Livingstone, S. (2003). The changing nature and uses of media literacy. London: LSE.
  • Lloyd, M.E. (2017). Living Latin: Exploring a Communicative Approach to Latin Teaching Through a Sociocultural Perspective on Language Learning. PhD thesis: The Open University, Milton Keynes, UK. Retrieved from http://cort.as/-JASL
  • Koltay, T. (2011). The media and the literacies: media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211–221. doi:https://doi.org/10.1177/0163443710393382
  • Macías, C. & Ortega, J.M. (2004). Al mundo clásicos a través de la imagen. Banco de imágenes en Internet. Revistas de Estudios Latinos, 4, 239-268.
  • Mangiavini, M. & Bettoni, M. (2009). Lingue classiche, complessità e competenze. Interaction Design and Architecture(s) Journal - IxD&A, (7)8, 48-50.
  • Martín, S. C., González, M. C., Sanches-Ferrerira, M., & Diogo, F. L. T. (2018). Estudio psicométrico de un cuestionario para medir la competencia digital de estudiantes universitarios (CODIEU). Education in the Knowledge Society (EKS), 19(3), 61-81. doi:https://doi.org/:10.14201/eks20181936981
  • Ministero dell’Istruzione, Università e Ricerca (MIUR). (2007). Decreto Ministeriale no.139 (22 August 2007). Allegato 2. Competenze chiave di cittadinanza da acquisire al termine dell’istruzione obbligatoria. In: Regolamento recante norme in materia di adempimento dell’obbligo di istruzione. Roma: Ministero dell’istruzione, dell’Università e della Ricerca. Retrieved from http://cort.as/-JATI
  • Ministero dell’Istruzione, Università e Ricerca (MIUR). (2016). Convegno di studi Il Liceo classico del futuro. L’innovazione per l’identità del curricolo, Milano 28-29 aprile 2016. Retrieved from http://cort.as/-JATT
  • Ministero dell’Istruzione, Università e Ricerca (MIUR). (n.d.). Portale della Rete Nazionale dei Licei Classici. Retrieved from http://cort.as/-JATb
  • Newman, T. (2008). A review of digital literacy in 0 – 16 year olds: evidence, developmental models, and recommendations. London, UK: Timmus.
  • Perla, L. (2016). Didattica per competenze nei licei. Una ricerca collaborativa scuola-università. Italian Journal of Educational Research, 9(16), 127-145.
  • Schulz, W., Ainley, J., Fraillon, J., Losito, B., & Agrusti, G. (2016). IEA International Civic and Citizenship Education Study 2016 Assessment Framework. Retrieved from http://cort.as/-JATs
  • Soler Pardo, B. (2017). Audiovisual Translation in the teaching of a FL: Subtitling as a Methodological Tool for Lexis acquisition. Tejuelo, 26, 163-192. doi:https://doi.org/:10.17398/1988-8430.26.163
  • Testoni, L. (2014). Quali literacy al tempo dei social network? Biblioteche Oggi, 32(4), 29-37. doi:https://doi.org/10.3302/0392-8586-201404-028-1
  • Torrecilla-Sánchez, E.M., Burguera-Condon, J.L., Olmos-Miguélañez, S., & Pérez-Herrero, M.H. (2018). Psychometric analysis of a scale for assessing specific competences in tutoring and educational guidance / Análisis psicométrico de una escala para evaluar las competencias específicas en tutoría y orientación educativa. Cultura y Educación, 30(1), 38–70. doi:https://doi.org/10.1080/11356405.2017.1416742
  • Umeå University, Sweden (n.d.). ICT Services and System Development and Division of Epidemiology and Global Health. (2013). Open Code 4.03. Retrieved from http://cort.as/-JAUd
  • UNESCO. (2008). Information for all programme (IFAP). Towards information literacy indicators. Conceptual framework prepared by Ralph Catts and Jesús Lau. Paris: Information Society Division, Communication and Information Sector.
  • UNESCO. (2011). UNESCO ICT Competency Framework for Teachers. Paris: United Nations Educational, Scientific and Cultural Organization.
  • Van Hal, T. & Anne, Y. (2017). Reconciling the dynamics of language with a grammar handbook: The ongoing Pedalion grammar project. Digital Scholarship in the Humanities, 32(2), 448–454. doi:https://doi.org/10.1093/llc/fqv068
  • Vidal Ledo, M., Salas Perea, R., Fernández Oliva, B., & García Meriño, A. (2016). Educación basada en Competencias. Educación Médica Superior, 30(1).
  • Viry, G. & Kaufmann, V. (2015). High Mobility in Europe: Work and Personal Life. New York: Palgrave Macmillan. doi:https://doi.org/10.1057/9781137447388
  • Vlachopoulos, D. & Gómez Cardó, P. (2013). Web 2.0 in Classics: The use of blogs for monitoring students’ knowledge of ancient Greek grammar, Ágora. Estudos Clássicos em Debate, 15, 313‐327.
  • Wen, J. R. & Shih, W.L. (2008). Exploring the information literacy competence standards for elementary and high school teachers. Computers & Education, 50(3), 787–806. doi:https://doi.org/10.1016/j.compedu.2006.08.011
Data source: Dialnet